Professors of social justice education courses report that some students resist the course content. This resistance has, in the past, been attributed to self-serving cognition on the part of students. I argue that their resistance may have a moral component.

Researchers produce knowledge that is potentially valuable to educators, but there is not a method of ensuring that these results reach practitioners. A What’s Known Clearinghouse that would provide accurate summaries of scientific research may solve the problem.

In this commentary we suggest that reading comprehension strategy instruction does not actually improve general-purpose comprehension skills. Rather, this strategy represents a bag of tricks that are useful and worth teaching, but that that are quickly learned and require minimal practice.